Abstract: To address the prominent issues in traditional organic chemistry experiment teaching, namely “emphasizing skills over inquiry and prioritizing subject knowledge over pedagogical training”, this paper takes two preparation experiments of ethyl acetate and n-butyl acetate as the basis. While retaining the experimental content of the original teaching plan, it explores and constructs a new teaching mode that integrates the two dimensions of “inquiry-based learning + teacher education orientation”. This mode creates problem-driven scenarios and incorporates problem-oriented guidance throughout the entire experimental process, guiding students to independently pose questions, design schemes, conduct practical operations, and analyze and deduce conclusions. It transforms the original confirmatory experiments into a complete inquiry chain of “problem driving – variable exploration – achievement application”. Meanwhile, it identifies connection points between the experiments and middle school chemistry teaching; implements the teaching method of “student teaching + teacher commenting”; and establishes a diversified evaluation system covering both inquiry ability and teaching competence. Practice has proved that this mode can not only stimulate students’ interest in scientific research exploration and improve their innovative practical ability, but also effectively strengthen the core teaching literacy of chemistry normal students. It provides a replicable practical scheme for cultivating high-quality chemistry teachers that meet the needs of basic education reform.

Key words: Organic chemistry experiment, Inquiry-based teaching, Teacher education orientation, Chemistry normal major, Talent cultivation